2012 Science Textbook Approval Committee Consensus Correlation to the 2010 Science Standards of Learning and Curriculum Framework Grade Two

Transcription

1 Section I. Correlation with the 2010 Science Standards of Learning and Curriculum Framework Rating Section I. Correlation with the 2010 Science Standards of Learning and Curriculum Framework Rating Grade Two Summary a 2.1b 2.1c 2.1d 2.1e 2.1f 2.1g 2.1h 2.1i 2.1j 2.1k 2.1l Grade Two Summary 2.1m a 2.2b a 2.3b 2.3c a 2.4b a

2 Section I. Correlation with the 2010 Science Standards of Learning and Curriculum Framework Rating Section I. Correlation with the 2010 Science Standards of Learning and Curriculum Framework Rating Grade Two Summary 2.5b 2.5c Grade Two Summary 2.8c 2.8d 2.5d a 2.6b 2.6c a 2.7b a 2.8b

3 Section II. Additional Criteria: Instructional Planning and Support 1. The textbook is presented in an organized, logical manner and is appropriate for the age, grade, and maturity of the students. Degree of Correlation: Place an to the right of your choice (Adequate, Limited, No Evidence) Must provide comments to support the ratings other than Adequate. Adequate Limited No Evidence Textbook is logically organized and grade/age appropriate for students. Comments: Textbook lacks consistency in organization and appropriateness for the grade/age of students. Textbook is not reasonably organized and is inappropriate for the grade/age of the students. 2. The textbook is organized appropriately within and among units of study. Adequate Limited No Evidence Scope and sequence is easy to read and understand. Comments: Scope and sequence is confusing and not easy to understand. Scope and sequence is difficult to read and understand. 3. The format design includes titles, subheadings, and appropriate cross referencing for ease of use. Adequate Limited No Evidence Organizational properties of the textbook assist in understanding and processing content. Comments: Organizational properties of the textbook offer limited assistance in understanding and processing content. Organizational properties of the textbook do not assist in understanding and processing content. Page 1 of 11

4 Section II. Additional Criteria: Instructional Planning and Support 4. The writing style, syntax, and vocabulary are appropriate. Degree of Correlation: Place an to the right of your choice (Adequate, Limited, No Evidence) Must provide comments to support the ratings other than Adequate. Adequate Limited No Evidence Readability is appropriate for the grade level. Writing style and syntax are varied and appropriate to enhance student understanding. Vocabulary consists of both familiar and challenging words. Comments: Readability may be appropriate but is inconsistent throughout the text. Writing style and syntax may be inappropriate or lac2 variety, offering limited support for student understanding. Vocabulary may be too challenging or too familiar. Readability is not appropriate for the grade level. Writing style and syntax are often inappropriate and lac2 variety to enhance student understanding. Vocabulary is too challenging or unfamiliar. 5. Graphics and illustrations are appropriate. Adequate Limited No Evidence Visuals are accurate, support the text, and enhance student understanding. Comments: Visuals are somewhat unclear and offer limited support for the text and student understanding. Visuals are inaccurate, do not support the text, and do not enhance student understanding. 6. Sufficient, high quality instructional strategies are provided to promote depth of understanding. Adequate Limited No Evidence Materials (investigations, laboratories, and inquiry activities) provide students with opportunities to integrate s2ills and concepts. Comments: Materials (investigations, laboratories, and inquiry activities) provide students with limited opportunities to integrate s2ills and concepts. Materials (investigations, laboratories, and inquiry activities) provide students with no opportunities to integrate s2ills and concepts. Page 2 of 11

5 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions are formed; Please indicate the rating for each by placing an in b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or properties are used to classify items; e) length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools; f) time is measured using the proper tools; g) conditions that influence a change are identified and inferences are made; h) data are collected and recorded, and bar graphs are constructed using numbered axes; i) data are analyzed, and unexpected or unusual quantitative data are recognized; j) conclusions are drawn; k) observations and data are communicated; l) simple physical models are designed and constructed to clarify explanations and show relationships; and m) current applications are used to reinforce science concepts. Page 3 of 11

6 Please indicate the rating for each by placing an in Page 4 of 11

7 2.2 The student will investigate and understand that natural and artificial magnets have certain characteristics and attract specific types of metals. Key concepts include Please indicate the rating for each by placing an in a) magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and b) important applications of magnetism. Page 5 of 11

8 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include Please indicate the rating for each by placing an in a) identification of distinguishing characteristics of solids, liquids, and gases; b) measurement of the mass and volume of solids and liquids; and c) changes in phases of matter with the addition or removal of energy. Page 6 of 11

9 Please indicate the rating for each by placing an in 2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow. Key concepts include a) animal life cycles; and b) plant life cycles. Page 7 of 11

10 2.5 The student will investigate and understand that living things are part of a system. Key concepts include Please indicate the rating for each by placing an in a) living organisms are interdependent with their living and nonliving surroundings; b) an animal s habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; and d) fossils provide information about living systems that were on Earth years ago. Page 8 of 11

11 2.6 The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include Please indicate the rating for each by placing an in a) identification of common storms and other weather phenomena; b) the uses and importance of measuring, recording, and interpreting weather data; and c) the uses and importance of tracking weather data over time. Page 9 of 11

12 2.7 The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings. Key concepts include Please indicate the rating for each by placing an in a) effects of weather and seasonal changes on the growth and behavior of living things; and b) weathering and erosion of land surfaces. Page 10 of 11

13 Please indicate the rating for each by placing an in 2.8 The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include a) important plant products are identified and classified; b) the availability of plant products affects the development of a geographic area; c) plants provide oxygen, homes, and food for many animals; and d) plants can help reduce erosion. Page 11 of 11